Developed by professionals of proven competence in this field, the contents of the program have been created based on a high-quality criterion in each of the learning moments. For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates For this reason, more and more professionals wish to specialize in this field, through high-quality programs such as the one offered by TECH, specifically on Assessment of Educational Programs, which has the latest information in this field.

All the aspects that the education professional involved in the managerial field needs to master, compiled and structured in a high-quality program”  

Syllabus

The Postgraduate certificate in Assessment of Educational Programs at TECH Global University is an intensive program that prepares students to face challenges and business decisions in the field of educational management. Its content is designed to promote the development of managerial skills that enable more rigorous decision-making in uncertain environments.

Throughout 150 hours of study, students will analyze a multitude of practical cases through individual work, which will allow them to acquire the necessary skills to successfully carry out their daily practice. It is, therefore, an authentic immersion in real business situations.

This program deals in depth with different areas of the company and is designed for managers to understand educational management from a strategic, international and innovative perspective.

A plan designed especially for students, focused on their professional improvement that prepares them to achieve excellence in the field of education policies. A program that understands your needs and those of your company through innovative content based on the latest trends, and supported by the best educational methodology and an exceptional faculty, which will provide you with the competencies to solve critical situations in a creative and efficient way.

It is a program which is carried out in six weeks and is divided into one module:

Module 1. Assessment of Educational Programs
Module 2. Quality Policies in Educational Organizations

Where, when and how is it taught?

TECH offers the possibility of developing this Postgraduate certificate in Assessment of Educational Programs completely online. During the 6 weeks of the program, the student will be able to access all the contents of this program at any time, which will allow the student to self-manage his or her study time.

Module 1. Assessment of Educational Programs

1.1. Concept and Program Components Pedagogical Evaluation

1.1.1. Assessment
1.1.2. The Assessment and Education
1.1.3. Components of the Educational Assessment

1.2. Models and Methodologies for the Assessment

1.2.1. Standards for Educational Assessment
1.2.1. Models of Educational Assessment
1.2.3. Assessment as a Process

1.3. Standards for Evaluative Research

1.3.1. General Concept of Standards
1.3.2. Organization and Content of Standards
1.3.3. Reflections on Standards

1.4. Principle of Complementarity Methods and Techniques

1.4.1. Definition of the Principle of Complementarity
1.4.2. Methodology for Applying the Principle of Complementarity
1.4.3. Complementarity Techniques

1.5. Techniques and Instruments of Educational Assessment

1.5.1. Educational Assessment Strategies
1.5.2. Techniques and Instruments of Educational Assessment
1.5.3. Examples of Educational Assessment Techniques

1.6. Available Data, Statistics, Files, Indicators. Content Analysis

1.6.1. Conceptualization of Content Analysis
1.6.2. Early Methodological Proposals in Content Analysis
1.6.3. Components of Data Analysis
1.6.4. Data Analysis Techniques

1.7. Surveys, Questionnaires, Interviews, Observation, Self-Reports, Tests and Scales

1.7.1. Concept of Educational Assessment Instrument
1.7.2. Criteria for Selection of Assessment Instruments
1.7.3. Types of Assessment Techniques and Instruments

1.8. Needs, Deficiencies and Demands. Initial Assessment and Program Design

1.8.1. Initial Assessment Introduction
1.8.2. Needs Analysis
1.8.3. Program Design

1.9. Program Development Formative Assessment of the Program

1.9.1. Introduction
1.9.2. Formative Assessment Development
1.9.3. Conclusions

1.10. Program Conclusions Final Summative Assessment

1.10.1. Introduction
1.10.2. Final Summative Assessment
1.10.3. Conclusions

Module 2. Quality Policies in Education Organizations

2.1. The Quality of Education: Discourses, Policies and Practices

2.1.1. Introduction: Quality and Education
2.1.2. Educational Quality and Neoliberalism
2.1.3. Educational Policy Discourses
2.1.4. Right to Quality Education

2.2. Debates on the Quality of Education

2.2.1. Introduction
2.2.2. Quality and Public Schools
2.2.3. Dispute on Education Quality
2.2.4. Conclusions

2.3. Contemporary Political Discourses on the Quality of Education at the International Level

2.3.1. Introduction
2.3.2. Discursive Changes in Education
2.3.3. Quality and Economic Development
2.3.4. Concept of Human Development
2.3.5. International Discourses on Educational Quality

2.4. Policies, Plans and Programs for the Improvement of the Quality of Education

2.4.1. Concept and Background of the School Quality Improvement Movement
2.4.2. Historical Evolution of School Quality
2.4.3. Contributions of School Quality Improvement Policies
2.4.4. Stages of the School Quality Improvement process

2.5. Quality and Education Assessment Systems

2.5.1. Introduction: Quality and Assessment
2.5.2. Quality Indicators
2.5.3. Assessments at Educational Centers
2.5.4. Conclusions

2.6. Perspectives on the Assessment of Educational Quality

2.6.1. Assessment as an Agent of Improvement
2.6.2. Global, Integral Assessment Approach
2.6.3. Potential Risks of Assessment
2.6.4. Conclusions

2.7. Contemporary Educational Quality Improvement Practices

2.7.1. Education Quality Policies in Spain
2.7.2. Education Quality Policies in Ibero-America
2.7.3. Education Quality Policies in FranceEducational Quality Policies in Ibero-American

2.8. Gender Approach and Education Quality

2.8.1. Gender and Education Quality
2.8.2. Gender as an Element of Quality
2.8.3. Conclusions

2.9. Citizen Focus and Education Quality

2.9.1. Citizen Participation and Improvement of Education Quality
2.9.2. Democracy and Quality
2.9.3. Conclusions

2.10. University and Education Quality

2.10.1. University Quality: Concept and Dimensions
2.10.2. The Mass University
2.10.3. Educational Stakeholders in Quality
2.10.4. Research, Quality and University
2.10.5. Conclusions

A unique, key and decisive training experience to boost your professional development” 

This program is a high-quality course through the most current contents regarding the educational policies applicable at the present time. With an immersive and transversal learning objective, it will , allow students to acquire the skills of a specialist in this field of work.

All the aspects that the education professional involved in the managerial field needs to master, compiled and structured in a high-quality program” 

The professionals' goals are TECH's goals.
TECH works together with its students to help them achieve their goals.

The Postgraduate certificate in Assessment of Educational Programs will enable students to:

1. Know and use the terminology specific to the assessment of educational programs
2. Know and apply program evaluation models to socio-educational practice
3. Plan assessment projects of contextualized educational and education programs
4. Elaborate, interpret, evaluate and disseminate program evaluation reports
5. Discuss the responsibility of schools in the evaluation and improvement processes
6. Analyze the role of international organizations in defining the quality of education